Implementing inquiry-based learning on reducing math anxiety: Inputs to effective teaching strategies

This study investigated the effectiveness of Inquiry-Based Learning (IBL) in reducing math anxiety among 567 Grade 10 students of six Liceo schools under Cluster 2 in the Diocese of San Pablo in Laguna, Philippines. This premise bases itself from the high levels of mathematics anxiety indicated among students in the Philippines as shown by the PISA 2022 and the adverse effects of this mathematics anxiety on learning. Purposive sampling was carried out to include parent’s consent and student assent form enrolled in math classes and available teachers willing to implement IBL. Mathematics anxiety was measured using the Mathematics Anxiety Rating Scale-Short Version (MARS-S) before and after the IBL intervention with a validated set of MELCs and learning plans implemented by trained teachers. The results indicated that there has been a substantial and statistically significant decrease in the math anxiety of Grade 10 students at six Liceo schools following the IBL intervention, as reflected by consistent p-values of .000 and a change in average anxiety levels from “A Fair Amount” to “Not at all” on the MARS-S. This firm outcome indicates that IBL stands out as a viable teaching strategy that can be applied to most of the occasions where math anxiety is present. This consideration therefore implicates teachers and schools to think about its integration into the actual learning experience for mathematics to produce a mediating atmosphere to sustain less anxiety for learning mathematics while ramping-up the performance of students.